Ahmad, Zamzam (2024) DEVELOPING A TPACK-FLIPPED ARGUMENTATIVE WRITING INSTRUCTION MODEL FOR PROMOTING CRITICAL AND CREATIVE LITERACY (CCL) OF THE EFL LEARNERS AT THE UNIVERSITY OF MATARAM. Doctoral thesis, Universitas Pendidikan Ganesha.
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Abstract
This research aims to develop a TPACK-based argumentative writing instruction model for promoting critical and creative literacy (CCL) of the learners in the undergraduate English education program at the University of Mataram. This research and development (R & D) was carried out using the ADDIE model as the research design, which involved five phases. It began with a need analysis of the existing profile of the participants, required resources, and current curriculum targets. The second phase is designing the prototype model based on the need analysis results and related literature review. The third phase is developing the designed model for empirical treatment to examine whether it is an effective model for promoting CCL and argumentative writing skills of the students or not. The implementation of final prototype model was implemented in the argumentative writing classes, one of the subjects in the current curriculum where this research was carried out. The empirical treatment was conducted using a quasi-experimental design by involving the 110 EFL learners who enrolled in the argumentative writing course, one of the core curricula in the undergraduate English education program at the University of Mataram. It is the fourth phase of ADDIE. The last phase is evaluating the implementation results. The first and second phases of ADDIE are aimed at answering research questions one and two, while the third and fourth phases are aimed at answering research question two. The last, evaluation was focused on answering the third and fourth research questions. The required data of answering four research questions were collected using a set of questionnaires of seven CCL skills as a synthesis of critical, creative thinking skills, and argumentative writing principles, structure, and language features. The data were also obtained using a set of writing tests, and documentation analysis on the learners’ projects of one- or two-sided argumentative writing. The evaluation results showed that a TPACK-flipped argumentative writing instruction model is significantly effective in promoting critical and creative literacy across the seven domains. The descriptive and inferential statistical analysis results also provided evidence about the efficacy of this model on argumentative writing development and CCL skills improvement before and after the treatment. Therefore, it is highly recommended that this model be applied to create learning opportunities for critical and creative literacy learners. Keywords: TPACK, Flipped Classroom Model, Critical and Creative Literacy, Argumentative Writing, EFL Learners
| Item Type: | Thesis (Doctoral) |
|---|---|
| Uncontrolled Keywords: | TPACK, Model Kelas Terbalik, Literasi Kritis dan Kreatif, Argumentative Writing, Pembelajar Bahasa Inggris sebagai Bahasa Asing |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Pascasarjana > Program Studi Pendidikan Bahasa (S3) |
| Depositing User: | Ahmad Zamzam |
| Date Deposited: | 17 Sep 2024 08:52 |
| Last Modified: | 17 Sep 2024 08:52 |
| URI: | http://repo.undiksha.ac.id/id/eprint/22052 |
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